assessment of learning, process oriented, performanced -b ased assessment

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Introduction

PROCESS-ORIENTED

PERFORMANCE BASEDASSESSMENT

Edgar I. ManriquezIV- BEED


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At the end of the report, the students will beable to:

a. identify the characteristics ofperformance based assessment

b. identify the limitation of performance based assessment

c. identify the categories of performance

assessment.d. identify the advantages o

f performanceassessment.

Objective(s):


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Concerned with the actual taskperformance

rather than the output or product of the

activity.

The learning objectives in process orientedperformance based assessment are stated indirectly observable behaviors

Process-PerformanceBased Assessment


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(Learning Competencies)These learningcompetencies should start from a generalstatement, and then breaks down to easilyobservable behaviors (Santos, 2007).


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Believe that the best way to gauge a studentor pupil competency in a certain task isthrough observation en situ or on site.

Use direct measures of learning rather thanindicators that simply suggest cognitive,affective, or psychomotor process havetaken place (Kubizyn, 2008)

PERFORMANCE BASEDASSESSMENT

h i i f


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Specific behaviors or outcomes of behaviorsare to be observed.

It is possible to Judge the appropriateness ofstudents actions or at least to identifywhether one possible response is moreappropriate than some alterna

tive response.

Characteristics ofPerformance Assessment

(Raagas, 2010)


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The process or outcomes cannot be directlymeasured using a paper-and pencil test,such as a test involving a multiple-choice,essay, or another written format.

C i f P f


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1. Process versus Product Measures

v Process is the procedure that a student uses tocomplete a task.

v Product is a tangible outcome that may be theresult of completing a process.

Categories of PerformanceAssessment (Raagas,

2010)


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2. Simulated versus Real Settings

Many performance assessment representsimulations because the real situations are tooexpensive or dangerous to use, unavailable orimpractical for other reasons.


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3. Natural versus Structured Stimuli

Natural stimuli facilitate observation of typicalperformance, whereas structured stimuli tend to elicit

maximum performance.

Ad t f


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1. Allow evaluation of complex skills whichare difficult to assess by written test.

2. Their effect on instruction and learning.

3. Used to evaluate the process as well asthe product.

Advantages ofPerformance Assessment

(Raagas, 2010)

Li it ti f P f


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1. Considerable amount of time they requireto administer.

2. The student responses often cannot bescored later.

Limitation of PerformanceAssessment (Raagas,

2010)


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3. Scoring

4. Inconsistencies in performance onalternative skills within the same domain.


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Borich, G., Kubizyn T., (2010), Educationaltesting and measurement, 8th

edition, Manila, C&E Publishing.

Raagas, E. (2010),Assessment andevaluation of student learning:

concept and application, 3rd edition,Cagayan de Oro City, DatSat Analysis

Center.

References:


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assessment of learning, process oriented, performanced -b ased assessment